School Environment and Health Risk Behaviours among Adolescents with and without a Migrant Background: Results from the HBSC Study

Background: Perceived pressure from schoolwork, academic achievement, and school liking are key dimensions of school experience associated with health risk behaviours. Adolescents with a migrant background may face additional challenges related to adaptation, language barriers, discrimination, and social integration, potentially influencing their experiences at school.

Methods: Cross-sectional data from the 2022/23 HBSC study were analysed among 11-, 13-, and 15-year-old adolescents. Migration status was defined by the adolescent's country of birth (foreign-born vs. native-born). Three school environment indicators were examined: perceived pressure from schoolwork, self-reported academic achievement, and school liking. Multilevel logistic regression models assessed associations between migration status and each outcome while adjusting for different sociodemographic variables and the country-level Inclusiveness Index.

Results: Older adolescents were more likely to report greater pressure from schoolwork and less favourable school experiences than younger adolescents. Girls had significantly higher odds of reporting schoolwork pressure than boys, whereas no significant gender differences were observed for academic achievement or school liking. Foreign-born adolescents had lower odds of reporting pressure from schoolwork and of liking school than native-born adolescents. Alcohol consumption was positively associated with all three school environment indicators. Cigarette smoking was associated with poorer academic achievement and lower school liking but not with schoolwork pressure. Higher family affluence was associated with greater schoolwork pressure, better academic achievement, and higher school liking. Greater country-level inclusiveness was associated with higher perceived pressure from schoolwork and better academic achievement, suggesting that more inclusive educational environments may promote higher academic engagement and performance among adolescents with different backgrounds.

Conclusions: Foreign-born adolescents reported lower perceived pressure from schoolwork but were also less likely to like school, suggesting that lower schoolwork pressure may reflect reduced school connectedness, social integration, and academic engagement rather than lower academic demands. Policies promoting supportive, inclusive school environments may improve adolescents' educational experiences, health, and well-being.